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Personal Development, Health and Physical Education

Road Safety Education Early Stage 1/ Stage 1


Early Stage 1/Stage1 PDHPE syllabus outcomes SLES1.13: Demonstrates an emerging awareness of the concepts of safe and unsafe living. INES1.3: Relates well to others in work and play situations DMES1.2: Identifies some options available when making simple decisions. PSES1.5: Seeks help as needed when faced with simple problems. COES1.1: Expresses feelings, needs and wants in appropriate ways. SLS1.13: Recognises that their safety depends on the environment and the behaviour of themselves and others. INS1.3: Develops positive relationships with peers and other people. DMS1.2: Recalls past experiences in making decisions. PSS1.5: Draws on past experiences to solve familiar problems. COS1.1: Communicates appropriately in a variety of ways. V4: Increasingly accepts responsibility for personal and community health. Early Stage 1/Stage 1 PDHPE syllabus content Road safety Pedestrian safety o Safe crossing procedures o Using traffic facilities Passenger safety o Safe passenger behaviour Safety on wheels o Safe places to ride o Safety equipment Resources Move Ahead With Street Sense (Early Stage 1/Stage1)) School Bus Safety Resource Stage 1

Key road safety messages for Stage Early Stage 1/Stage 1students Pedestrian safety Use a safe place to cross Hold an adults hand crossing the road, on the footpath, and in the car park Passenger safety Click clack front n back Always buckle up in your seatbelt Get in and out of the car on the footpath side Wait till the bus has gone and then use a safe place to cross Safety on wheels Always wear your helmet when you ride or skate Ride your bike away from the road

XYZ Public School Road Safety Education teaching and learning activities Written Month/2010

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Assessment opportunity Learning experience

Smart Notebook activity

Internet based activity Resources

Literacy activity
Teacher notes

Numeracy activity

PEDESTRIAN SAFETY Early Stage 1 Lesson 1


Grown-ups hands Talk with students about the characteristics of grown-ups; e.g. they might be able to drive, they might go to work, they might go to high school. In small groups, students cut out pictures of grown-ups from magazines and describe what the grown-ups are doing. Make display cards of the pictures with descriptions. Students learn the song Somebody (Cassette 1, words p 45), and make cards with the names or illustrations of appropriate adults mentioned in the song. Place one of the grown-up cards on each student and have them stand in a circle with one student in the centre. Have the students sing the main phrase There has to be somebody who will hold my hand and cross the road. The student in the centre continues it could be , inserting the name of one of the grown-ups on the cards. The student wearing that card moves to the centre of the circle and joins hands with the other student. Repeat the procedure with different students in the middle. Note: Songs are also in digital format in the Road safety Songs and Stories folder Teacher displays signs to class and asks students what they mean. Using the Hold My Hand sign as a stimulus for discussion, talk with students about when and why grown-ups hold childrens hands. Students complete jigsaw activity in groups. Students draw and paint an occasion when a grown-up holds their hand, such as when walking along a footpath, in the park, shopping centre, etc. Send the artwork home or display it where more senior students will see it to reinforce this key road safety education message. Song, Somebody, Cassette 1, side B, words p 45 or CD or digital format

RTA Cardboard signs stock no 1061 Hold My Hand jigsaw, stock no RTA Primary Schools Catalogue, stock no 1142 Song, We Know, Cassette 1 side A, words p 46 or CD or digital format

Students listen to and learn the pedestrian safety song We Know (Cassette 1, words p 46). Talk about those times when a grown-ups hand is occupied or not available. Write or draw their description of the occasion and why it was important for the grown-up to hold their hand. Send the artwork home or display it where more senior students will see it to reinforce this key road safety education message. Include the students reasons why it is important to hold a grown -ups hand in a road safety education awareness item in the school newsletter. Note: Songs are also in digital format in the Road safety Songs and Stories folder

XYZ Public School Road Safety Education teaching and learning activities Written Month/2010

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Learning experience Read the shared book, Wheres Banjo, Mum? to the whole class. Students match their experiences with Jess experiences in the book. Show the Hold My Hand sign on the books first page. Distribute photocopies of pages from the book and ask students to be detectives to identify other places where the Hold My Hand sign could be placed.

Resources

Teacher notes

Note: There is a Smart Notebook version of this book in the Smart Notebook activity folder.

Shared book, Wheres Banjo, Mum? and photocopies of pages 1, 2, 4, 8, 9, 10 (story also recorded on Cassette 1, side A or CD or digital format

Lesson 2
Using the Pedestrian Safety Excursion sheet (Take Home Note B, p 71), organize community walk with students to investigate types of footpaths in your local area and any hazards or dangers associated with walking on the school block. Ask students to note the potential hazards and what they need to do to keep themselves safe while walking along. Teacher or students record safe crossing places and entry/exit points to school, areas for getting in and out of the car on the correct footpath side, driveways, school crossing, school car park as no pedestrian access, on a map. Crossing Supervisor could talk to students and model safe crossing procedure. Teacher and students take photos of various crossing facilities and footpaths/driveways to discuss in class. Use of technology and Google maps/IWB to highlight local area and what was observed on excursion. Note: There are Smart Notebook activities Stop, Look, Listen, Think ES1S1 and/or StopLookListenThinkactivityvs7 in the Smart Notebook activity folder which would assist with teaching this activity. Students identify/list safe and unsafe places to cross on the way to and from school.

Take Home Note B, Pedestrian Safety Excursion, p 71 school/ local map Digital Camera

XYZ Public School Road Safety Education teaching and learning activities Written Month/2010

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Learning experience Safe crossing practices Using the Stop! Look! Listen! Think! cards (Worksheet 2, p 54), ask students how the messages on the cards relate to crossing the road safely. Discuss correct road crossing procedure with students, and then ask them to sequence the cards correctly. In small groups, students practise the procedure in the classroom while holding an adults hand. Use masking tape or chalk on the floor to indicate the kerb. Students link hands as they practise Always hold a grown-ups hand. Note: There is a Smart Notebook activity Stop, Look, Listen, Think ES1S1 in the Smart Notebook activity folder which would assist with teaching this activity.

Resources

Teacher notes

Worksheet 2, Stop! Look! Listen! Think! Cards, p 54 RTA Colour posters Stop! Look! Listen! Think! Stock No:8097

Safe places to cross

Students use Road Safety Photographs 1, no 4 to discuss pedestrian lights or signals. Talk about the different colours, symbols and sounds, and when it is safe to cross. Make specific reference to the situation when the red DONT WALK signal is activated. Using the templates of the WALK/DONT WALK signs provided in Pedestrian Signals (Worksheet 4, p 59), students explain what the signals mean, where they see them, and the areas that need to be coloured. Discuss the meaning of red/stop, green/go and the flashing red light. Discuss the Stop! Look! Listen! Think! message as an important safety behaviour even if light is green because cars dont always stop. Note: There are Smart Notebook photos in the Smart Notebook activity folder under Road Safety Photographs 1

Road Safety Photographs 1, no 4 Worksheet 4, Pedestrian Signals, p 59

Lesson 3
Holding hands in car parks Students identify and discuss the features of a car park. - What can we see in a car park? (brake lights, cars, trucks, people, trolleys) - What can we hear in a car park? (engines reversing, horns, warning tones on trucks, doors closing, people talking, - babies crying, footsteps, trolleys) - What do we hold in a car park? (a grown-ups hand, trolley, stroller, pram, bag) Students identify and discuss what makes a car park unsafe for child pedestrians. Students brainstorm the best ways to keep safe in a car park and draw pictures to illustrate their safe ideas.

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Learning experience

Resources

Teacher notes

Read shared book Jeffrey. Using photocopies of the back inside cover of the shared book, Jeffrey, students highlight those places on the page where children need to hold a grown ups hand (e.g. on the footpaths, in a car park, crossing any road) and explain why they need to do this. Note: There is a Smart Notebook version of this book in the Smart Notebook activity folder.

PEDESTRIAN SAFETY Stage 1 Year 1- Lesson 1


Holding Hands Students to paint or trace handprints. Students decorate the handprints. Teacher provides photocopy of adult handprint. Overlay and paste the adult and child handprints to indicate a hold my hand message. Ask students to punch holes in the linked hands and tie them to the school fence as a reminder to hold my hand. Take a photograph of the display of hands for the next school newsletter. Where families are unable to attend, send home Hold a Grown-Ups Hand (Take Home Note A, p 70), along with some coloured A4 paper for the adults and children to trace their hands. Students listen to and learn the pedestrian safety song We Know (Cassette 1, words p 46). Talk about those times when a grown-ups hand is occupied or not available. Ask students to suggest what else they could hold onto when they need to keep safe. Have the children examine Road Safety Photographs 1, nos 16 (of children holding hands or holding onto suitable alternatives) to identify ways of holding onto a grown-up in a range of situations. Note: There are Smart Notebook photos in the Smart Notebook activity folder under Road Safety Photographs 1 Take Home Note A, Hold a GrownUps Hand, p 70 Coloured A4 paper

Song, We Know, Cassette 1 side A, words p 46 or CD or digital format Road Safety Photographs 1, nos 16

Year 2 Lesson 1
Address the issue of children sometimes being embarrassed about holding hands in the traffic environment. Talk with students about the importance of keeping themselves safe. Ask students to suggest ways they can keep safe by using suitable alternatives. To support the message about alternatives to holding a hand, ask students to bring in items from home that their families might buy on a shopping trip (or involve your school canteen or collect objects from around the classroom). Put the items into green/paper bags and ask small groups of students to find a way to carry them across the classroom while still holding onto each other. Suggest safe strategies (or ask students for suggestions) such as holding onto each others clothing, shopping or using backpacks/shopping strollers/prams.

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Learning experience

Resources

Teacher notes

Year 1 and Year 2 Lesson 2


Students describe when and where they hold a grown-ups hand on their way to or from school and where they have seen the Hold My Hand sign. They write and illustrate a recount of a journey to or from school and draw a Hold My Hand sign on those pages of the sequence where they need to hold a grown-ups hand. Note: There is a Smart Notebook activity Travel Safe in the Smart Notebook activity folder to support this activity Students listen to, read and make up actions for the song, Hands Are for Holding (Cassette 1, words p 44). The words are illustrated in the shared book; Hands are for holding when youre crossing the road. Students brainstorm issues relating to footpaths in their local area. What are they? Where are they? Why are they there? Are there places, e.g. country roads, new housing areas, that dont have footpaths? Why dont these areas have footpaths? Students discuss how to keep safe on a footpath by holding a grown-ups hand. Song, Hands Are for Holding, Cassette 1, side B, words p 44 or CD or digital format Shared book, Hands are for holding when youre crossing the road (also recorded on Cassette 1, side A) Take Home Note B, Pedestrian Safety Excursion, p 71 Map for Pedestrian Safety Excursion Digital Camera Worksheet 1,

Year 1 and Year 2 Lesson 3


Using the Pedestrian Safety Excursion sheet (Take Home Note B, p 71), organize community walk with students to investigate types of footpaths in your local area and any hazards or dangers associated with walking on the school block. Ask students to note the potential hazards and what they need to do to keep themselves safe while walking along. Teacher or students record safe crossing places and entry/exit points to school, areas for getting in and out of the car on the correct footpath side, driveways and/or obscured driveways(trees), unsealed roads in local area, school car park as no pedestrian access, on a map. Teacher and students take photos of various crossing facilities and footpaths/driveways to discuss in class.

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Learning experience

Resources Dangers Around My School, p 53

Teacher notes

Students complete a whole class PMI to be displayed in classroom. On Dangers around My School (Worksheet 1, p 53), students illustrate or write about any dangers they saw and what they did to keep safe. Students describe to each other their experiences of walking to and from school. Use of technology and Google maps/IWB to highlight local area and what was observed on excursion. Students and families repeat the task at home. Students develop and role-play scenarios involving crossing the road safely; e. g. What can you hear /see? Whats coming along the road? Is the road straight? Is it curved? Can you see the traffic coming? Are there any safe road crossing places nearby? Are you holding a grown-ups hand? Students practise safe road crossing procedure remembering to Stop! Look! Listen! Think! at home and at school using the Stop! Look! Listen! Think! cards (Worksheet 2, p 54) and Stop! Look! Listen! Think! (Take Home Note C, pp 7273). Worksheet 2, Stop! Look! Listen! Think! Cards, p 54 Take Home Note C, Stop! Look! Listen! Think! Every Time You Cross the Road, pp 7273 Road Safety Photographs 1, nos 25

Year 2 Lesson 4
Using Road Safety Photographs 1, nos 25, students identify safe places for crossing the road. In small groups, students discuss and list the places where they cross the road on their way to and from school. Students identify any pedestrian facilities they use that are similar to those in the photographs. Ask students to explain what makes a particular place safer or less safe for crossing the road. Note: There are Smart Notebook photos in the Smart Notebook activity folder under Road Safety Photographs 1

Year 1 Lesson 4
Make a set of pedestrian lights/signals as a stimulus for discussion and to incorporate within role-plays. Cut out square shapes from cardboard boxes and infill with red and green cellophane and with the templates of the WALK/DONT WALK signs provided in Pedestrian Signals (Worksheet 4, p 59). Use torches to light up the red, green and flashing red signals. Enlist the assistance of students to light up the three signals for the class and ask students to explain the meaning of the three signals. Small groups of students discuss and role-play scenarios involving the use of a signalised crossing. Role-plays need to include the activation of the traffic signals. Use masking tape or chalk to indicate the kerb. Develop a checklist based on Stop! Look! Listen! Think! and the key message, Hold a grown-ups hand when you cross the road. Look for all

Worksheet 4, Pedestrian Signals, p 59 Red and green cellophane, torches and cardboard boxes, masking tape or chalk

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Learning experience these points in each role-play and tick them on the list as they are observed.

Resources

Teacher notes

Year 1 Lesson 5
Students listen to and learn the words of the song, In the Car Park (Cassette 1, words p 47). Assist students to develop body percussion to accompany the song. Students discuss the range of alternatives suggested in the song for them to hold onto when a grown-ups hand is occupied or not available.

Song, In the Car Park, Cassette 1, words p 47

Year 2 Lesson 5
Read the shared book, Wheres Banjo, Mum. Demonstrate the possible car movements that could occur in the illustration on page 10. Using Hold a Grown-ups Hand When Youre in A Car Park (Worksheet 6, p 61), in pairs, students take turns to choose a car and draw arrows to indicate all the possible paths it may travel in the car park. Highlight the range of possibilities showing the complex and unpredictable movements of vehicles in a car park. Ask the class questions such as What do we need to look out for when were walking in a car park? and Wh at can we do to stay safe when were walking through a car park?

Shared book, Wheres Banjo, Mum? Worksheet 6, Hold a GrownUps Hand When Youre In a Car Park, p 61

PASSENGER SAFETY Early Stage 1 Lesson 1


Click Clack check Students examine the slogan, Click clack front n back by discussing questions such as: What is a passenger? Where do passengers sit? Where do students sit when travelling in a car? What type of seatbelt do students wear? Who else wears a seatbelt? Whom do students ask for help with their seatbelt? Develop a bank of words used when discussing seatbelts (e.g. click, clack, seatbelt, passenger, car, front and back) and discuss their meanings. Students locate their hips, stomach, shoulders, neck and collarbones and discuss where a seatbelt goes. Students mime putting on their seatbelts, putting hand on shoulder to pull the seatbelt down across the hips or lower abdomen and clicking it in next to the hip, while singing the song Click Clack (Cassette 2, words p 48). Students use masking tape or an old seatbelt to mark where a seatbelt would fit on a teddy bear and other soft toys, or use the masking tape to mark where a seatbelt would fit on the students, being careful to fit them low on the hips and to avoid the neck.

Song, Click Clack, Cassette 2, words p 48 Masking tape seatbelt Teddy bears or dolls

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Learning experience

Resources

Teacher notes

Buckle up every time Read the shared book Jeffrey to the class and emphasise the need to always wear a seatbelt whether you are on a long or short trip, asleep or awake, and whether there are lots of passengers or only a few. Students draw themselves in a car wearing a seatbelt. Note: Jeffrey book is in Smart Notebook format in the Jeffrey Song Book folder .There is also a Jeffrey literacy activity in the worksheet folder.

Shared book, Jeffrey (also recorded on Cassette 2, side A) or on CD or digital format

Lesson 2
Students listen to and learn the song The Footpath Side (Cassette 2, words p 50), and discuss the importance of getting out of the car on the footpath side. Using Road Safety Photographs 1, no 10, students consider questions such as: What are the children doing? Which door are the children using to get out of the car? Who helps you get in and out of a car? What should you do before you get out of a car? Students discuss why the rear passenger door is the safest one to use, label the safety door on the photograph and display it in the classroom. Students collect magazine pictures of cars and label the door they should use to get out of the car. Alternatively, use toy cars to demonstrate where various family members sit and to identify which door they should leave by in different locations. Note: There are Smart Notebook photos in the Smart Notebook activity folder under Road Safety Photographs 1

Song, The Footpath Side, Cassette 2, side B, words p 50 or CD or digital format Road Safety Photographs 1, no 10 Magazine pictures of cars

Be a safe passenger In small groups, students compile a list of activities to play safely when travelling by car on a long trip. They share their responses and together check whether each activity is suitable or not-is the activity fun, will it disturb the driver, can it be done while they are buckled up, does it involve a lot of movement, can everyone in the car participate?

BUS SAFETY
Getting off the bus Students listen to The Bus Song (Cassette 2, words p 51). Write the words on the board for students to follow as they sing the song. Erase a few words to challenge students recall as they repeat the song. Announce that you are going to remove the most important line in the song. Song, The Bus Song, Cassette 2, side B, words, p 51 or CD or digital
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XYZ Public School Road Safety Education teaching and learning activities Written Month/2010

Learning experience Erase the line Lets wait and watch the bus drive away to challenge the students as they sing the song again.

Resources format

Teacher notes

Display Road Safety Photographs 1, no 12. Students consider the question: Where would the bus be in this picture? Continue with questions that lead the children to the understanding that the bus would be nowhere in sight as the subjects in the photograph have waited until the bus has gone before using a safe place to cross. Note: There are Smart Notebook photos in the Smart Notebook activity folder under Road Safety Photographs 1

Road Safety Photographs 1, no. 12

Lesson 3
Teacher and students develop their school bus rules. Using Road Safety Photographs 1, nos 1113, students make a note of safe behaviour such as grown-ups meeting students at the bus stop, students holding a grown-ups hand, people waiting for the bus to leave before finding a safe place to cross the road. Following this discussion, the children recall and record the correct procedure for leaving the bus, waiting until the bus has gone, and crossing the road. In groups, role play each stage of the procedure. Send the Wait till the bus has gone, and then use a safe place to cross the road (Take Home Note D, p 74) home. Note: There are Smart Notebook photos in the Smart Notebook activity folder under Road Safety Photographs 1

Road Safety Photographs 1, nos 11-13 Take Home Note D, Wait till the bus has gone, then use a safe place to cross the road, p 74

PASSENGER SAFETY Stage 1 Year 1 - Lesson1


The right fit Click Clack check Students revise the slogan, Click clack front n back by discussing questions such as: What is a passenger? Where do passengers sit? Where do students sit when travelling in a car? What type of seatbelt do students wear? Who else wears a seatbelt? Whom do students ask for help with their seatbelt? Develop a bank of words used when discussing seatbelts (e.g. click, clack, seatbelt, passenger, car, front and back) and discuss their meanings. Students develop a list of all the occupations where people have to wear a seatbelt to protect their body (e.g. truck driver, racing car driver, pilot, and astronaut) and discuss why these people would think it is important to buckle up. Students ask two other people they know why it is important to wear a seatbelt. They draw these people with their seatbelts and write their reasons for wearing a seatbelt.
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Learning experience Using photocopies of Always Buckle up in Your Seatbelt (Worksheet 7, p 62), students draw themselves sitting between Kim and Ben, wearing a seatbelt. Students complete the sentence under the picture, I like to wear my seatbelt because Students may paste photocopies of photographs of themselves on this worksheet. Students brainstorm and list the different kinds of journeys they make in cars (e.g. travelling to school, the shops, the beach, to visit family, on holidays). Students discuss the differences between short and long journeys; for example, on a long journey the travellers stop now and then to take a break, they sometimes fall asleep, they can become restless. Students devise strategies to help themselves and their families remember the importance of buckling up in their seatbelts whether they are on a long trip or a short trip, awake or asleep.

Resources Worksheet 7, Always Buckle Up in Your Seatbelt, p 62

Teacher notes

Year 2 Lesson 1
Using five chairs, students arrange two as the front seats of a car and the other three as the back seats. Five students at a time are chosen to be safe passengers. The other students watch and suggest problems and check if they are being safe passengers. Use different scenarios to challenge the students to make safe decisions. For example, if six students wanted to sit in the car which only has five seatbelts, what should they do? Ask the students to imagine they are going on a long trip-what could they do in the car? Ask them to pretend they are being taken to school-where would they place their bags and how will they get out of the car Safety door stickers, RTA Primary Schools Catalogue stock no 1021 Take Home Note E, Get In and Out of the Car on the Footpath Side: A message about keeping child passengers safe, p 75

Year 1 - Lesson 2
Students read the words of the Safety Door Sticker together and discuss its possible uses. Students illustrate themselves getting in or out of a car with an adult and write about their picture. Place a safety door sticker on the safety door in their picture or use contact for students to create their own stickers. Send home a safety door sticker together with Get In and Out of the Car on the Footpath Side: A message about keeping child passengers safe (Take Home Note E, p 75) to encourage parents to reinforce this message.

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Learning experience

Resources Worksheet 9, Safe Passenger Origami Game, p 64

Teacher notes

Year 2 Lesson 2 Students discuss and read the messages used in Safe Passenger Origami Game (Worksheet 9,
p 64). Photocopy the worksheet with the messages deleted and have students write their own messages and take the worksheet home to play with their families

BUS SAFETY Year 1 Lesson 3


Students could create a class bus by placing their chairs in a bus seat formation. Cut out and fold Bus Passenger Scenario Cards (Worksheet 10, p 65), and place them face down in a pile. Students choose a card, enter the class bus and mime the passenger behaviour that is on the card. Other students identify the type of behaviour and classify it as safe or unsafe.

Worksheet 10,
Bus Passenger Scenario Cards, p 65

Year 2 Lesson 3
Students review and practice rules and safe behaviour while waiting for and boarding a bus during school excursions. Students select one of the safe bus behaviours from Bus Passenger Scenario Cards (Worksheet 10, p 65), and create a sticker/poster to promote it. Publish a selection of students work in school newsletters View Pedestrian Safety Photographs 110 (Stage 2). Students copy a range of pedestrian facilities and draw places where it is safe to cross the road after getting off a bus. Note: There are Smart Notebook photos in the Smart Notebook activity folder under Road Safety Photographs 1 Worksheet 10, Bus Passenger Scenario Cards, p 65

Pedestrian Safety
Photographs 1 10 (Stage 2),

SAFETY ON WHEELS Early Stage 1 Lesson 1


Wearing a helmet Students drop soft things (e.g. balls, sponges and pillows) on a hard surface and discuss the result. Consider some items with a hard outer surface such as an egg and have students predict what might happen if they were dropped. Students feel their heads and discuss what might happen if they hit their head on a hard surface. Soft objects such as balls, sponges, pillows and some objects with a hard outer shell, such as an egg

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Learning experience Students listen to and learn Silly Billy and Silly Gilly Song (Cassette 2, words p 52), and paint pictures to illustrate the story line. Students display their artwork next to a copy of the words.

Resources Silly Billy and Silly Gilly Song, Cassette 2, side B, words p 52 or CD or digital format

Teacher notes

Lesson 2
Safe places to ride, play on a scooter or skate Using Road Safety Photographs 1, no 15, students consider if and why the family has chosen a safe place to ride. As a whole class, sequence the Bicycle Safety Photo Story photographs and list the features of this setting that make it a safe place to ride (e.g. adult supervision, away from the road and driveways, enclosed by fence). Note: There is a Smart Notebook activity Bicycle Photo story ES1S1 in the Smart Notebook activity folder to support this activity

Road Safety Photographs, no 15 Bicycle Safety Photo Story

SAFETY ON WHEELS Stage 1 Year 1- Lesson 1


Copy Cycling Helmet, p 66 (Worksheet 11) onto A3 paper. Students label the picture with the important features of correct helmet fit. Students decorate the helmet picture. Lead students in a game of Who am I? about people who wear protective gear (e.g. miner, diver, fire officer, cricketer, construction worker, welder, gardener). Give clues such as I wear a rubber suit to protect me and have an air tank on my back and ask students to guess the answers. Discuss with students that in many instances where there is danger or the risk of injury, it is normal for people to dress in protective clothing. Cycling, scooters, and skating are areas where correct protective gear is needed.

Worksheet 11, Cycling Helmet, p 66

Year 2 - Lesson 1
Students examine the photographs from Bens Bike Ride Smart Notebook and put them in the correct sequence. Make copies of Does Your Cycling Helmet Fit Correctly? (Worksheet 12, p 67), leaving space below it for students to write or dictate to a grown-up or older student (who scribes for them) their understanding about fitting and wearing a helmet.
XYZ Public School Road Safety Education teaching and learning activities Written Month/2010

Bens Bike Ride Smart Notebook activity Worksheet 12, Does Your Cycling Helmet

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Learning experience Note: There is a Smart Notebook activity Bens Bike Ride in the Smart Notebook activity folder to support this activity

Resources Fit Correctly?, p 67

Teacher notes

Year 1- Lesson 2
Students use Safe Places to Ride and Skate (Worksheet 13, p 68), to create a checklist of features of places where it would be safe to ride or skate. Students take the checklist home, and with their families use it to identify two places at or near their home where it would be suitable to ride or skate or scooter. Students bring the completed worksheet to class and report back on one of the places they have identified as safe to ride/skate/scooter. Students draw a picture of their home at the edge of a large sheet of paper. They cut and paste one of the drawings they have made on Safe Places to Ride and Skate (Worksheet 13, p 68), on the far side of the paper. They then fill the space between the two drawings with illustrations of how they could get to the safe riding/skating place using safe behaviour (e.g. walking their wheeled toy to the park, being supervised by an adult, crossing at a marked crossing, wheeling their bicycle, scooter etc across the marked crossing, holding an adults hand).

Worksheet 13, Safe Places to Ride and Skate, p 68

Worksheet 13, Safe Places to Ride and Skate, p 68

Year 2 Lesson 2
Use a bicycle to demonstrate and identify its component parts (e.g. bell, brakes, reflectors, chain, tyres and pedals). Students complete The Six Point Bicycle Safety Check (Worksheet 14, p 69) by labelling the parts of a bicycle. Note: There is a Smart Notebook activity Stage 1 Label Bike parts in the Smart Notebook activity folder to support this activity

Bicycle Worksheet 14, The Six Point Bicycle Safety Check, p 69

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